2020-2021 Self-Assessment and Improvement Plan - The School Board of Broward County, FL Head Start/Early Head Start Program

2020-2021 Self-Assessment and Improvement Plan - The School Board of Broward County, FL Head Start/Early Head Start Program
2020-2021 Self-Assessment and Improvement Plan

The School Board of Broward County, FL
Head Start/Early Head Start Program
                             Head Start/Early Intervention Department

                 Head Start (HS) / Early Head Start (EHS) Program
                 2020-2021 Self-Assessment and Improvement Plan
At least once each program year, with the consultation and participation of the policy groups and,
as appropriate, other community members, grantee and delegate agencies must conduct a Self-
Assessment of their effectiveness and progress in meeting program goals and objectives and in
implementing Federal regulations 1304.51(i)(1).
The School Board of Broward County Head Start (HS)/Early Head Start (EHS) Program completes a
comprehensive self-assessment annually to review the program’s operations and ensure that
program goals and objectives are being met. Members of the self-assessment team include: Policy
Council members, community partners, school-based administrators, teachers, teacher assistants,
parent educators, teacher specialists and program key management staff.
The self-assessment was conducted using a variety of tools including the program’s ongoing
monitoring reports, Curriculum Fidelity Checklist, Office of Head Start Focus Area One and Two
Protocols, and 2019 CLASS Field Guide. The assessment process consisted of:

Preparing Materials: Key Management Staff reviews Self-Assessment process, determines
where to find documentation, identifies the types of data to look for, and decides on the method of
data reporting for each service area. Representatives for the focus group are identified.
Recruit for Self-Assessment Sub-Committees: Parents, community members and staff were
recruited to participate in the sub-committees for each of the service areas. An invitation was sent
to all stakeholders encouraging participation.
Gather Data: Self-Assessment Sub-Committee reviewed information gathered along with a
review of the Program Goals and Objectives and Head Start review focus areas to identify
program strengths and areas of improvement.
Assemble Sub-Committees: Sub-Committee Meetings are held. Feedback is used to develop the
Self- Assessment and Improvement Plan Report.
Analyze Data: Key Management Staff and HS Director analyze findings, incorporate feedback
from the sub-committees, develop the Improvement Plan, and determine implications/timeline for
Create Self-Assessment Report: Key Management team develops report and Self-Assessment
and Improvement Plan is submitted to Policy Council for approval.
Develop Program Improvement Plan: Approved Self-Assessment and Improvement Plan is
submitted to the Governing Body for review and approval.
Report to Stakeholders: HS/EHS Director shares Self-Assessment Report and Improvement
Plan with schools and staff. Implementation begins.

                             Head Start/Early Intervention Department

                                SELF-ASSESSMENT PROCESS
HS/EHS Program staff members began the process by reviewing the Self-Assessment Protocols,
Program Goals and Objectives and ongoing monitoring documents to ensure the program is
capturing current and accurate program data. HS/EHS Key Management Staff met to discuss their
respective Self- Assessment components, delineate the revised process, what to look for, and where
to find documentation/data. Sub-Committees for each service area were created to discuss the
goals, objectives, and implementation of federal regulations. HS/EHS Key Management Staff
reviewed the Self-Assessment protocol data, long- and short-term goals, action step progress, School
Readiness Goals data, compliance data, and current service area data with the sub-committee. A
member of Key Management staff facilitated each sub-committee meeting with staff, community
and parents. A summary and analysis of findings was provided to each sub-committee and were
discussed among the group. Each sub-committee provided recommendations for the 2020 - 2021
school year. HS/EHS Key Management Staff then developed the Improvement Plan and
determined implications for program-wide improvements.
The Self-Assessment and Improvement Plan Report provides a summary of progress toward
program goals and objectives. Summary data from protocols used during the Self- Assessment
process are presented as strengths and areas of improvement. This analysis takes into consideration
the data from the Self-Assessment protocols and school readiness goals, child and teacher data, and
each service area. Based on the analysis, recommendations are provided in the improvement plan
with a timeline for completion. The final Self-Assessment and Improvement Plan Report is
submitted to Policy Council for approval and then to the Governing Body for review and approval.
Once approved, the results of the Self-Assessment and Improvement Plan are shared with staff.

                                  ANALYSIS AND FINDINGS
                 Education and Early Childhood Development – Center-Based
The Head Start/Early Head Start program (HS/EHS) worked closely with the district to provide
Teachers and Teacher Assistants opportunities for professional development during the 2019-2020
school year. During the planning week, (HS/EHS) hosted a District Day Meeting to provide all
early childhood educators with informational sessions to include updates and best practices used in
HS/EHS program. The topics included Music and Movement to Impact CLASS Scores with
presenter Shawn Brown as well as breakout sessions focusing on areas such as Abuse and Neglect,
Compliance, ChildPlus, and Disabilities.
Additionally, professional development opportunities were provided to teachers and teacher assistants
throughout the year through the EHS/HS department by Teacher Specialists or hired consultants.
Trainings provided included: Creative Curriculum System for Preschool, GOLD Assessment for
Preschool Conscious Discipling Creating School Family, High Quality CLASS Interactions for
PreK, Science and Sensory for Preschool, Intro. to GOLD and Creative Curriculum, Using TSG
Digital Resources and Lesson Planning, CLASS for the Instructional Support Domain, Conscious
Discipline Feeling Buddies, Early Literacy and Heggerty, Child Development and DAP,
Mathematics Across the Day. The following professional development sessions were scheduled but
canceled due to COVID-19: Planning for Interest Areas, Early Literacy and Heggerty, Fostering
Positive Teacher-Child Interactions, and Science and Sensory for Preschool.
The Head Start/ Early Intervention Department is in the process of analyzing the current
professional learning sessions to increase opportunities for both new teachers and seasoned
teachers for the 2020-2021 school year. In order to best meet the needs of all teachers and teacher
                             Head Start/Early Intervention Department

assistants, the department will send out a needs assessment survey to obtain data that will assist us
in differentiating support based on staff experiences and skill sets. A recommendation has been
made to offer two additional days of professional development for teachers prior to the start of the
2020-2021 school year.
At the end of the 2019 school year, Classroom Snapshots were created to capture individual teacher
data from CLASS, GOLD, Curriculum Fidelity, Compliance and professional development. The
Classroom Snapshot provides a collection of data that help create an alignment between classroom
instructional gaps and professional development provided. Data from the Classroom Snapshot can
be analyzed to determine a teacher’s areas of strength as well as areas that need improvement. A
recommendation has been made to analyze Classroom Snapshots and create action plans that will
suggest coaching and professional development opportunities for teachers based on data results.
Using Classroom Snapshots, Teacher Specialists and Teachers will be able to collaborate to
identify strengths and focus on areas of improvement on an individual basis. Through coaching
conversations and administrative meetings with the teachers, an action plan will be created and
monitored during the 20-21 school year. This action plan will include goals and objectives for each
teacher with recommended professional development sessions during the school year.
In addition to an effort of providing more opportunities for professional development, Teacher
Specialists have been trained in a research-based Coaching Model as required by HS Performance
Standards. This two-year process, completed in the Winter of 2019, provided training sessions to
ensure an effective coaching model is integrated into all coaching interactions throughout the year.
In alignment with our district Coaching and Induction Department, Teacher Specialists will
become coach credentialed at the end of the 2020 school year. Teacher Specialists continue to work
with Teachers daily to provide coaching that directly impacts teaching practices and child growth.
As Teacher Specialists continue to build their coaching skill sets to support the Teachers with
strategies on how to reflect on teaching practice, a recommendation has been made to integrate the
Creative Curriculum Fidelity Tool indicators into coaching conversations between teacher and
Teacher Specialists.

The Creative Curriculum Fidelity Tool provides essential information to the classroom. The
Teacher Specialists use the Fidelity Tool to ensure that the curriculum is implemented with its
intended use to support child outcomes. Each classroom is monitored using the tool and data is
collected annually to capture the use of curriculum within the classroom setting from the Creative
Curriculum Fidelity Tool. Data from the Creative Curriculum Fidelity Tool is compiled in the
Head Start database to aggregate and determine individual classroom and program-wide strengths
as well as areas that need improvement. While analyzing the data captured from the Creative
Curriculum Fidelity Tool, there are specific indicators that continue to show deficiencies. A
recommendation has been made by the Self-Assessment committee to create a plan of action to
address program-wide deficiencies within the of Creative Curriculum Fidelity Tool data and close
the gaps being measured by this tool.

                             Head Start/Early Intervention Department

Areas of Improvement for HS/EHS Education:

 Recommendations for Improvement                                           Timeline
 Provide two additional paid days each summer for EHS/HS staff to          July 2020-June 2023
 attend professional development.

 Analyze Classroom Snapshots and create an action plan for each            July 2020-June 2023
 classroom teacher that includes goals and objectives with
 recommended professional development sessions based on data in the
 areas of compliance, curriculum fidelity, GOLD data and CLASS
 Create a plan of action to address program-wide deficiencies within       July 2020-June 2023
 the of Creative Curriculum Fidelity Tool data.
 Integrate the Creative Curriculum Fidelity Tool indicators into           July 2020-June 2023
 coaching conversations between Teacher and Teacher Specialists.

In the 2019-2020 school year, the program continued a collaborative effort to identify, recruit and
evaluate ESE children eligible for the Head Start program. Through several meetings with Broward
School’s ESLS Department and Head Start Staff, a flow chart continues to be used when
identifying children who receive services in an ESLS setting and are eligible for Head Start.
Additionally, the program continued a collaborative effort to identify and schedule IEP meetings to
review data to consider children for a less restrictive environment. The use of contracted Speech
and Language Pathologists (SLPs) increased the overall reach to children needing evaluation and
qualifying for services. The HS/EHS program exceeded the 10% disability requirement of the Head
Start Performance Standards and continues to work on increasing the enrollment of children with
Each spring, EHS/HS schedules an Enrollment Round-Up event that allows incoming families an
opportunity to complete health screenings that include but are not limited to vision, hearing and
speech. The results of the screenings are used to determine if a child has an area of concern and
provides the Disabilities Team an early indication of which children may need a follow-up. If an
area of concern is found, the Head Start Disabilities Flow Chart is followed to determine next steps
for the child with regards to interventions and possible evaluations based on the data collected. Due
to COVID-19 our scheduled 2019-2020 Enrollment Round-Up was canceled but screenings will
still take place in the fall of the 2020-2021 school year.
During the 2018-2019 school year, recommendations were made to maintain a collaboration with
the Exceptional Student Education (ESE) Specialist at each site as well as Exceptional Student
Learning Support (ESLS) department to increase dual enrollment of children in Pre-K ESE and the
Head Start program. New applications were flagged in ChildPlus with parent concerns, and
Inclusion Specialists followed up and collaborated with the schools’ ESE Specialists. Teacher
Specialists and Inclusion Specialists worked together to monitor Head Start children after the 45-
day screening for any deficiencies that may need to be addressed and concerns were reviewed
through our Preschool Intervention Process (PIP). During the 2019-2020 school year, PIP
meetings were held weekly to address individual child concerns with regards to behavior and
disabilities. Based on outcomes from PIP meetings, the evaluation process began if warranted and a
                            Head Start/Early Intervention Department

continued collaborative relationship with the district ESLS department ensured a faster,
streamlined referral process. After reviewing the PIP process with the Self-Assessment committee,
a new recommendation was made to create professional learning opportunities for Parent Educators
to understand the PIP process and the referral process.
In an effort to provide children enrolled in part-time Pre-K Exceptional Student Learning Support
(ESLS) classes with wrap-around HS services, a joint HS/Pre-K ESLS partnership was continued for
AM/PM programs throughout the county. The Head Start/Early Intervention Department also
provided children in full-time Pre-K Exceptional Student Learning Support (ESLS) classes the
opportunity to continue receiving Head Start wrap-around services. The Inclusion Specialists
continue to work collaboratively with school staff and the District’s ESLS Department, to identify
potential children for dual enrollment in HS/AM-PM programs but there are limited staff available
to provide services at the classroom level. The recommendation is to increase direct support from
the Disabilities Team in inclusion classrooms for teachers and children.

Areas of Improvement for Disabilities:
 Recommendations for Improvement                                          Timeline
 Continue to increase enrollment of children with disabilities.           July 2020-June 2021
 Create professional learning opportunities for Parent Educators to       July 2020-June 2021
 understand the PIP process and the referral process.
 Increase direct support from the Disabilities Team in inclusion          July 2020-June 2021
 classrooms for teachers and children.

                             Family and Community Partnerships
The Family and Community Partnerships sub-committee met to examine our program’s current
practices related to family engagement and community partnerships to determine potential
improvements, completion of goals and creation of new goals. The team immediately
acknowledged that children thrive when families are engaged in their educational life and there is
meaningful and open communication between the parents, educators, and the community. Family
and Community Engagement encompasses parents, school staff, and community members working
together to actively support and improve the academic achievement, and social behavioral
development. The HS/EHS Department continues to work within the community to create a
structured procedure for securing needed partnerships to create meaningful resources for families.
As we work to promote a culture of shared responsibility for improving outcomes for all children
and their families, the committee discussed at length strategies to equip families with the
knowledge and resources needed to engage them in growth and development. Developing a
directory of community resources and activities available to families was discussed again to link
child learning, continuous education, and personal family goals. The belief is that linking these
resources more efficiently will result in more engaged families. Family Services staff will also
receive presentations from community partners, including 2-1-1 Broward, Title 1, working with
English Language Learners and the Family Success Center, as well as training in Mental Health
Services. This will enhance the knowledge of Parent Educators to provide families with
appropriate referrals and resources.
Aspects of the home and family were assessed to determine areas of strength and need and to assist
in the family goal setting process. The Self-Assessment Committee reviewed Family Partnership
                             Head Start/Early Intervention Department

plan/goals for individual families and aggregated and analyzed the goals of all families in the
program. Goals were developed jointly between parents and Parent Educators and were created
using the Parent, Family, and Community Engagement (PFCE) Framework as a guide. While
families worked with Parent Educators to write goals, a review of the goals revealed that they are
not written in a format that is measurable and timely. To address this, training will be conducted
with all Family Services staff in using the PFCE Framework and writing Specific, Measurable,
Attainable, Realistic, Timely (SMART) goals. The Self-Assessment Committee also noted even
though we streamlined the categories of goals to match the PFCE, data shows that goals were still
miscategorized. The training will also include a discussion on this topic. Parent Educators will also
receive a document with common parent goals and correctly formatted SMART goals, steps to
include and what category they could fall into. The final issue noted in the review of the database
was that in several instances goals were missing, but a Family Assessment was entered. This
indicates confusion around the connection between the Family Assessment and the subsequent
goal. Parent Educators will also be trained on completing a Family Assessment, how this
information is used to create a goal, and how the Family Assessment drives services.
A review of the Family Goal data shows that the category Family as Advocates and Leaders is the
highest need and the category Family as Life-Long Educators is the lowest need. A majority of the
goals were structured around Family Well-being. While Leadership and Advocacy outcomes
showed a high need, the fewest family goals focused on this domain. As part of a series of training
and professional development on family goals, Parent Educators will receive guidance on targeting
goals to meet family needs as indicated on the Family Assessment. Furthermore, the Family
Services Specialist will provide coaching and guidance for Parent Educators who are struggling in
this area.
After realigning Parent Workshops in accordance with Performance Standards, Parent Workshop
data shows an average attendance of 13 people at each workshop. Parents expressed a concern that
they may not receive adequate information to understand the importance of the many roles they
play in their children’s development. A researched-based parenting curriculum was offered to
parents during the 2019-2020 school year. COVID-19 school closures prevented the final session
from being offered. We are exploring the use of an online platform to deliver virtual workshops
aligned to the PFCE framework to increase parent engagement and participation in workshops.
This year there was a focus on ensuring that teachers appropriately report when they have
volunteers in their classrooms. This was discussed during their preservice session and was listed as
an expectation of their position as a Head Start teacher. As a result of enhanced volunteer
reporting, parent volunteers increased by 92% in the 2019-2020 school year. HS/EHS staff will
continue to provide opportunities for families to come into the schools and share in their child’s
learning experience.
Head Start and Early Head Start staff begin to establish partnerships with families during
enrollment round-up process. This process offers many opportunities to talk with families and
learn about their strengths, needs, and challenges and what they want from the program. The
COVID-19 school closures caused the cancellation of Enrollment Roundup for May 2020. All
enrollment processes were conducted virtually, and hard copy documents will be collected once
schools reopen. Children will be assessed in all areas once school resumes.

                             Head Start/Early Intervention Department

Areas of Improvement for Family and Community Partnerships:
 Recommendations for Improvement                                            Timeline
 Create a structured procedure for securing needed partnerships with        July 2019-June 2023
 the School Board of Broward County Head Start/Early Head Start
 Create and provide families with a Community Services Directory            July 2019-June 2021
 that connects children and families to community resources and
 activities that link to learning, continuous education, academic
 college and career goals, and support of social/emotional learning and
 well-being specifically for Head Start.
 Use the PFCE Framework to develop a process to create measurable           July 2020-June 2023
 and quality family goals.
 Continue to increase participation of parent as volunteers.                July 2020-June 2023
 Increase attendance at Parent Education Workshops and provide              July 2020-June 2023
 strategies for families to improve the home learning environment.
 Establish      effective    school-to-home     and     home-to-school      July 2020-June 2023
 communication by strengthen families’ knowledge and skills to
 support and extend their children’s learning at home and in the

          Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA)
To ensure that all age eligible children who meet the low-income poverty guidelines are being
reached in our recruiting efforts, HS/EHS staff recruited at schools, churches, and other
neighborhood locations. The application period was also promoted on two radio stations and
banners were placed outside of highly visible schools. There were two billboards rented for several
months in high poverty areas and advertisements were purchased at several gas stations for audio
play at the gas pump area. Informational flyers about the application process were sent to all
elementary schools, district offices, at different agency offices, placed on the HS/EHS website, sites
that assess children for disabilities, and mailed to families upon request. To best meet the needs of
the families, applications for the 2020-2021 school year, applications were taken at three
convenient sites, staffed by personnel speaking English, Spanish, Haitian-Creole, and Portuguese.
Open application sites continued to be on a staggered schedule with additional staff scheduled in
shifts in order to accommodate the needs of families applying. The central area application site
continued to be open for the longest amount of time based on previous data showing this site had
the most traffic. Pre-applications were available for parents to complete before coming to the in-
person interview and appointments were created for parents to eliminate parents spending too much
time at the application site. After the COVID-19 school closures, applications were taken over the
telephone as per communication with the Region IV Head Start office.
The Eligibility, Recruitment and Selection processes were reviewed to determine potential
improvements. During the 2019-2020 school year, the eligibility criteria was revised to capture our
most critical families after an ad-hoc committee meeting which included Key Management staff
and the Policy Council Chairperson and subsequently approved by the Policy Council.
The annual Enrollment Roundup was canceled due to COVID-19 but registration is being accepted
virtually and final registration and presentation of needed documents will resume in person once
schools are reopened.

                            Head Start/Early Intervention Department

Data continues to show a low percentage of homeless and foster children are enrolled in the
EHS/HS Program. During the 2019-2020, enrollment for homeless was 1% and enrollment for
foster children was 3%. The committee agrees that recruitment efforts should target those children.
A recommendation is to continue the recruitment efforts for homeless children and foster children
to increase enrollment in these areas.
Enrollment and transfer lists were updated weekly to ensure clerical staff had the most up-to-date
requests. All Family Service staff were kept updated on schools with low waitlists as to promote
the program throughout the school year. Child attendance was closely monitored each month.
Teachers continue to be trained to input daily attendance into the ChildPlus database, which
ensured that Parent Educators had real-time access to trends. Parent Educators followed up with
families that had chronic tardiness, numerous unexcused absences, or were picked up late. Social
Workers and the Family Services Specialist assisted with extreme cases, particularly when family
crisis was involved. Staff was reminded in the application training to stress the attendance
requirements, and medical requirements.
Upon review of ongoing monitoring data, the highest percentage of non-compliance in classrooms
is consistent tracking of daily child attendance in the Head Start database. The committee
identified Parent Educators to be responsible for ensuring completion of attendance on a regular
basis. Expectations and processes must be communicated and implemented to ensure that
attendance tracking is complete and follow-up with unexpected absences within one hour of
program start time is documented to ensure the child’s well-being. A recommendation was made
by the Self-Assessment Committee to develop a systematic process for Parent Educators to follow-
up with teachers on a regular basis regarding attendance documentation. Additionally, the
committee discussed sending a formal memo to Principals to emphasize the importance of this
compliance requirement.

Area of Improvement for ERSEA:

 Recommendations for Improvement                                       Timeline
 Increase enrollment of homeless and foster children.                  July 2020-June 2023
 Develop a systematic process for Parent Educators to follow-up        July 2020-June 2023
 with teachers on a regular basis regarding attendance
 documentation .
 Develop a procedure of timely notification and follow-up on           July 2020-June 2021
 children that are unexpectedly absent, including ongoing

                                      Health and Nutrition
The program continues to work towards completing 100% of the 45-day screenings on children
new to the program and ensuring the results are entered into the Head Start Database within the
required time frames. As of Spring 2020, 60 of the required screenings were completed after the
45-day deadline, which shows significant growth from the 207 late screenings reported in 2019.
Currently the areas that need improvement are Brigance with 10 screenings late, DECA with 21
reported late and Speech and Language screenings 29 reported late.
Data regarding health insurance is obtained from the Head Start database and families who indicate
they do not have insurance for their family or child. Families are contacted via email and sent
                             Head Start/Early Intervention Department

information on the Florida Kid Care Program as well as resources for family insurance. Parents are
contacted via the Parent Educators throughout the school to see if they need further assistance. The
programs goal is to reduce the number of families that leave the program without insurance by 1%
each year. For the school year 2019 the number of families without insurance at the end of the
school year was 65. Presently, the number of families without insurance is 58. This number is
expected to decrease by the end of the 2019-2020 school year.
The program continues to see a decrease in the number of children identified as having nutritional
concerns. As of Spring 2020, 219 children were identified as obese which is less than the reported
245 children identified with a similar concern in 2019.
The percentage of vision referrals has decreased slightly. As of Spring 2020, 265 children were
identified as having a vision concern, a decrease from 2019 which reported 271 children. The
percentage of children with up to date health records is now 99%. As of Spring 2020, there were no
children missing hemoglobin or lead testing results. As a result of using the OAE (Otoacoustic
Emissions) hearing screener, hearing referrals were reduced to 38 in 2020 which is down from
hearing referrals in 2019 which was reported to be 86. The OAE also increased the validity of the
hearing screening results.
In collaboration with the Florida Department of Health, the EHS Program continues to participate
in the Shots by Two Program. This program’s initiative is to remind parents when their child is due
for immunizations. Reminder cards are sent to parents every time their child is due for shots. The
immunization rate for Broward County children age 0-2 is 94%. The Program has seen great
progress with the number of children age 0-2 presently at 99% which is an increase from 2019
which was 84%.
Through the self-assessment process a gap was identified with Active Supervision within daily
classroom routines. Teachers are required to create an Active Supervision; however, more support
is needed for implementation including maintaining teacher to child ratios.
The Parent Handbook was updated to share with parents how to access the district policies on
health emergencies that require rapid response as well as where to obtain health insurance coverage
for their child and family. Additional information was added to parent orientation packets to
include car seat safety and flossing techniques for children.
Areas of Improvement for Health, Safety, and Nutrition:
 Recommendations for Improvement                                          Timeline
 Develop an action plan to ensure 45-day screenings are completed for     July 2020-June 2022
 children new to the program and are entered into the Head Start
 database within the required time frames.
 Increase the immunization rate of children 0-2 by participating in the   July 2020-June 2023
 Florida Department of Health Shots by Two Program.
 Develop a process to ensure the number of families that leave the        July 2020-June 2021
 program without insurance is reduced.
 Develop and implement training and support to HS/EHS staff and           July 2020-June 2023
 school based administrators in Active Supervision and maintaining
 teacher to child ratios.

                             Head Start/Early Intervention Department

                                          Mental Health
During the 2019-2020 school year the Mental Health Team worked closely with Administrators,
Teachers, Teacher Specialists, Parent Educators, Head Start children and their families in addition
to community resources to include but not limited to Chrysalis Health, Henderson Behavioral
Health and Boys Town South Florida. The HS/EHS program continued collaboration with the
Student Services Department to ensure current mental health initiatives were consistent across
divisions and adhere to district mandates. Head Start staff also participated in Youth Mental Health
First Aid and all Head Start Social Worker’s attended the Annual Broward Crime Commission’s
yearly professional development sessions. The HS/EHS Social Workers participated in an
informational session from the district’s H.E.A.R.T. program regarding homelessness and family
supports. New Social Workers to the department also attended Conscious Discipline professional
development. During the Self-Assessment process, a recommendation was made to provide staff
with additional professional development in the area of mental health with a focus on trauma
informed care through partnerships with outside agencies and professional development from our
Social Workers.
To reduce caseloads and increase the focus of the Mental Health Team, A Social Worker was hired
during the 2019-2020 school year. This staff member will continue to work with the other members
of the Mental Health Team to provide mental health services to children and families. In addition, a
Behavior Specialist was also hired during the 2019-2020 school year. The Behavior Specialist
continues to work with teachers and families to provide interventions for children with challenging
behaviors. The Behavior Specialist worked with Teachers and Teacher Specialists to create
Functional Behaviors Assessments (FBA) and Positive Behavior Intervention Plans (PBIP) with
the intent to improve child specific behaviors. In the 2019-2020 school year, the Behavior
Specialist was able to directly service one-third of the children and teachers identified as needing
more intensive behavior support. A recommendation was made by the committee to increase
behavior intervention support for classroom teachers and individual children.

Areas of Improvement for Mental Health:
 Recommendations for Improvement                                          Timeline
 Provide staff with additional professional development in the area of    July 2020-June 2023
 mental health with a focus on trauma informed care.
 Increase behavior intervention support for classroom teachers and        July 2020-June 2023
 individual children.

                               Program Design and Management
The HS/EHS program continues to use additional features in the ChildPlus database management
system as well as the department SharePoint site to improve efficiency in staff and program
compliance monitoring.
Policy Council and Governing Body
The HS/EHS Governing Body and Policy Council was presented with initial recruitment materials
that have been revised to contain additional details on roles and responsibilities. The HS/EHS
Governing Body and Policy Council was also provided annual orientation on the program and the
Policy Council officers were provided with initial training that included fiscal operations. The
Policy Council and Board receives monthly budget updates and is included in in fiscal decision-
making process. Policy Council reviewed and approved all program documents and reports,
                             Head Start/Early Intervention Department

including funding and amendments, prior to being sent to the Governing Body. Program reports
and documents were revised to ensure continued compliance with Information Memorandums and
HS/EHS changes. Policy Council attendance has increase during the 2019-2020 school year but is
still not consistent. The practice of an additional reminder to all families and phone calls to officers
was kept in place and the agenda was sent before the meetings for prior review. The Policy Council
Chair has been an active participant throughout the 19-20 school year. Since the Policy Council
bylaws were revised to include clear instructions regarding membership and the option of attending
the meeting through a telephone conference or Skype was added, parent and community
representation attendance has increased from an average of 10 to 13 members and a quorum is
consistently established. Despite the increase in members in attendance during the 19-20 school
year, several Policy Council officers have missed three or more consecutive meetings. In hopes to
increase attendance, it is recommended to continue working on filling vacant Policy Council
Officers spots as outlined in the By Laws and providing the option to attend through virtual
meetings for Policy Council meetings in the 2020-2021 school year.
Initial recruitment materials for Policy Council were provided to parents at each of the eight Parent
Committee meeting that contain additional details on roles and responsibilities. Parent Committees
were restructured into eight geographical areas to enhance parent involvement in decision making
and each cohort elected officers to represent the cohorts at Policy Council. Such elected
representatives ensure each Parent Committee has ongoing representation at all Policy Council
meetings and act as liaisons between the Parent Committees and the Policy Council. Although
Parent Committees were established, attendance within the committees has been inconsistent. A
recommendation was made to increase awareness of Parent Committees and their purpose at the
beginning of the school year as well as providing centralized locations for meetings.
Ongoing Monitoring
One hundred percent of all Head Start/Early Head Start classrooms received a formal health and
safety monitoring within the first 45 days of the 2019-2020 school year. Classrooms that scored
less than 80% compliance received a Corrective Action Plan (CAP) and unannounced follow-up
visits to review the CAP status. As a result of this follow-through, 80% of CAPs were resolved and
closed. The COVID-19 pandemic and resulting school closures halted further CAP follow-
through; however, the program will continue to monitor 100% of all classrooms in the beginning of
the school year annually and provide follow-through on all CAPs. As this has become regular
practice, the committee agreed that this does not need to be a written objective.
During the Focus Area One (FA1) review in January 2020, a question arose regarding analyzing
the statistics and patterns of daily incidents and accidents that can occur in classrooms. The school
district uses a school-based system through which accident data is documented at the individual
school level; however, the Head Start/Early Intervention department does not have any exposure to
this data currently. The program will review this system to determine if district-wide data can be
extracted. If this is not possible, an internal system will be developed using the Head Start
database to capture, aggregate and analyze accident/incident data in each classroom.

                             Head Start/Early Intervention Department

Areas of Improvement for Program Design and Management:
 Recommendations for Improvement                                          Timeline
 Increase parent participation at Policy Council to ensure a minimum      July 2019-June 2023
 of 8 members attend meetings monthly to ensure a quorum.
 Increase attendance at the 8 Parent Committees aligned with Head         July 2020-June 2021
 Start Performance Standards.
 Develop a process for aggregating and analyzing accident and             July 2020-June 2022
 incident data district-wide to determine and address patterns.


Initial monitoring data for the 2019-2020 school year showed that 40% of Head Start classrooms
were non-compliant with ensuring that staff working in the classroom matched the staff coded to
the Head Start budget, primarily due to unannounced changes in Relief staff. During the school
year, the compliance team worked with schools to reduce the number of staff members that were
coded incorrectly. Through monitoring and follow-up with district-based budget staff, the non-
compliance percentage dropped to 12% as of April 13, 2020; however, due to school closures for
the COVID-19 pandemic, the follow-up was halted as it was no longer applicable. In an effort to
eliminate staff from being coded incorrectly the Head Start Administration will continue to meet
with school-based administrators to review budgets. Additionally, the program has applied for the
Quality Improvement funding to provide a stipend to all staff coded to the program that meet
specific compliance requirements. The expectation is that this will resolve the coding concerns and
will empower staff to address their administrator when staffing changes are made. Should the grant
be awarded, a process must be developed to ensure, on a monthly basis, that reporting reflects staff
working in the classrooms and that staff have met compliance requirements for the stipend.

Areas of Improvement for Fiscal:
 Recommendations for Improvement                                          Timeline
 Ensure 100% of staff working in the Head Start Program are               July 2020-June 2022
 accounted for in budget and 100% of staff accounted for in the
 budget are working in the Head Start Program.

In 2018-2019 a need was identified to replace the Drew Family Resource Center playground.
Compliance reports indicated that the playground did not meet safety standards for the EHS
children, as preschool and infant/toddler equipment is located adjacent to one another with no
barrier to stop EHS children from utilizing inappropriate sized equipment. Additional funds were
identified and currently a contract for a new playground is being negotiated.
In addition to the negotiations being underway for the Drew Family Resource Center playground,
on ongoing monitoring data showed the highest percent of health and safety non-compliance was
under the area of “materials, equipment and furniture in the classroom in good repair and safe
condition”. In the 2019-2020 school year, the program began to refresh a portion of classrooms
with new furniture and equipment, and the remainder of the classrooms are slated for refurbishment
in the 2020-2021 school year. Because this process has already been implemented, the committee
did not feel that a formal objective was required to address this concern.

                         Head Start/Early Intervention Department

Head Start (HS)/Early Head Start (EHS) Self-Assessment: Program Documents Utilized in
Document Name                                          Responsibility       Frequency
 HS/EHS Curriculum Fidelity Checklist: Education        Teacher Specialists Annual
Teaching Strategies GOLD Data                          HS Curriculum       Triannual
School Readiness Goals Report                          HS Curriculum       Triannual
Classroom Assessment Scoring System Scores (CLASS)     HS Curriculum       Annual
HS/EHS Self-Assessment: Disabilities                   Disabilities        Annual
HS/EHS Self-Assessment: Mental Health                  HS Curriculum       Annual
HS/EHS Self-Assessment: Family Engagement              Family Services     Annual
HS/EHS Teacher Daily Health & Safety Checklist         HS/EHS Teachers     Daily
EHS Self-Assessment: Disabilities                      Disabilities        Annual
HS/EHS Self-Assessment: Family & Community             Family Services     Annual
Partnerships                                           Specialist
HS/EHS Self-Assessment: Eligibility, Recruitment,      Family Services     Annual
Selection, Enrollment, Attendance (ERSEA)              Specialist
HS/EHS Self-Assessment: Program Design and             HS/EHS Director     Annual
HS/EHS Compliance Specialist Ongoing Monitoring        Compliance          Annual
Checklist                                              Specialist
HS/EHS Program Long Term Goals and Objectives          Director            Annual
2019-2020 Self-Assessment Improvement Plan             HS/EHS Director     Annual
Recommendations and Timeline
ChildPlus/Internal Program Reports                     Compliance          Annual
Federal Review Reports                                 Director            Annual

Program Information Report (PIR)                       Compliance          Annual
HS/EHS Self-Assessment: Fiscal Operations              Budget Analyst      Annual
HS/EHS Staffing Reports                                Senior Compliance   Annual

You can also read